Instructors’ Experience of Designing MOOCs in Higher Education: Considerations and Challenges

Abstract

As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This mixed methods study explores 143 MOOC instructors’ considerations and challenges in designing MOOCs; 12 of whom were interviewed and had their courses analyzed. The survey, interview, and course review data revealed a variety of considerations and challenges in MOOC design in terms of pedagogy, resources, and logistics. Pedagogical considerations included learning objectives, assessment methods, course length, course content, flexibility, and collaborative learning support. Resource considerations included the affordance of MOOC platforms, support from the host institution and the platform, and the available intellectual and hardware resources. Logistical considerations included the amount of time instructors spent designing the MOOC. The obstacles included pedagogical challenges (engaging students, increasing student interaction, and limited assessment methods), resource challenge (i.e., limitations associated with the affordances of the platform), and logistical challenge (time limitations for designing and developing MOOCs). To address these challenges, the instructors often relied on reviewing other MOOCs. They also sought help from colleagues, their universities, and supporters of the platforms.

Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs

“…Our study responds to recent calls for more in-depth qualitative research that foregrounds educators’ own thinking about their work with new technologies ( Turvey & Pachler, 2020 ). While the actions we identify corroborate and extend existing research on online facilitation ( Kop, 2011 ; Walji, Deacon, Small, & Czerniewicz, 2016 ; Zhu, Bonk, & Sari, 2017 ), our central contribution is through exploring these actions as emerging from the negotiation between pedagogical aspirations and learning medium. In particular, by focusing on how these educators navigated the affordances of massive online settings in light of their learner-centered aspirations, we were able to show how the translation of learner-centered pedagogy into a new medium and scale prompted practices that were neither wholly continuous nor discontinuous with those of intimate, face-to-face experiences.…”

“…Despite the proliferation of online facilitation in various forms, educators continue to struggle with the challenges of the massive online space ( Evans & Myrick, 2015 ; Zhu et al, 2017 ). For example, educators used to responding to all students in in-person settings have struggled with not responding to each comment in MOOCs, which can be an overwhelming task and can limit the opportunities for student-to-student interaction ( Ntourmas, Avouris, Daskalaki, & Dimitriadis, 2019 ; Sánchez-Vera, Leon Urrutia, & Davis, 2015 ).…”

“…One prominent area of research has explored how educators foster teaching, cognitive, and social presence in online courses as a way of ameliorating some of the frustrations students experience in online settings ( Kop, 2011 ). Research has shown how MOOC instructors can enhance presence by recording and sharing videos that highlight key ideas and participant responses from the discussion board ( León, White, White, & Dickens, 2015 ; Walji et al, 2016 ); intentionally communicating about affective topics and disclosing more about themselves as individuals ( Ferguson & Sharples, 2014 ; Walji et al, 2016 ; Watson et al, 2016 ); being responsive to participant feedback ( Ferguson & Sharples, 2014 ); utilizing peer reviews ( Walji et al, 2016 ); and investing in mentors to help facilitate online conversations ( Walji et al, 2016 ; Zhu et al, 2017 ).…”

#FeesMustFall: Changing the Landscape of e-Assessment to Accelerate Connective Assessment Design for Sustainable e-Assessment in Higher Education

“…This is an important feature; and it is in contrast with what is presented as a challenge for peer /expert assessment in the literature. Various authors (Zhu & Bonk 2018;Xiong & Suen 2018) mention the set-up of peer assessment as a challenge and an overwhelming task for the facilitator; and furthermore, automated options, such as humanproctoring assessment is expensive; and it is regarded as a last resort for a onetime summative assessment (Ebben & Murphy 2014). People are interconnected; and when they are confronted with a problem, or task to complete, they wouldin conjunction with their own expertise, knowledge and skillsuse all the resources available to them (people, books, reports, internet, technologies and tools) to solve the problem or to complete the task.…”

“…With reference to the principles of connectivism related to the assessment of learning, he states that the focus is on the 'recognition of expertise by other participants inside the network' (Halfanhour blogspot 2014/04). Although peer assessment is mentioned as an option for connected environments (Zhu, Bonk & Sari 2018;for Xiong & Suen 2018), the Connective assessment theory is still in its infancy stage. We propose that the ConAD model may contribute to developing this field.…”